School Improvement for Real

By D. Hopkins. 2001

606 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a152a0138f06047a484cf10b077e6be2c9bb8b67

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In Developmental and Educational Psychology

Citations in the corpus

Toward Conceptual Clarity (2013, background): “Building capacity by promoting teachers’ individual and collective learning is considered an important prerequisite for a school’s ability to change and sustain improvement (Atteberry & Bryk, 2011; Hopkins, 2001; Parise & Spillane, 2010; Sleegers, Bolhuis, & Geijsel, 2005).”
Extending experiential learning in teacher professional development (2016, background): “Hopkins (2001) suggests that teachers need to feel that they have discretionary autonomy to make decisions so that they can support each learner within each unique context.”
Teaching in the Knowledge Society (2003, background): “There is growing recognition in the field of school improvement that 'one size doesn't fit all' (Hopkins, 2001 ).”
Models of successful principal leadership (2006, background): “Several writers identify capacity building as a significant factor in influencing school improvement (Hopkins & Harris, 2000; Hopkins, 2001; King & Newmann, 2001; Mitchell & Sackney, 2001; Stoll et al ., 2003).”
Does school-to-school collaboration promote school improvement? A study of the impact of school federations on student outcomes (2014, background): “…facilitating innovation and change as well as contributing to large-scale reform (Ainscow & West, 2006; Chapman, 2008; Demos, 2001; Department for Education and Skills, 2005; Earl & Katz, 2007; A. Hargreaves, 2003; Hopkins, 2001; Organisation for Economic Co-operation and Development [OECD], 2000).”
Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum (2013, background): “…congruence between the innovation content (and its underlying assumptions) and the existing values, practices and teachers’ beliefs, clearly affects implementation (see e.g., Doyle & Ponder, 1977e1978; Hopkins, 2001; Ketelaar, Beijaard, Boshuizen, & den Brok, 2012; Vähäsantanen & Eteläpelto, 2009).”
The Influence of Leadership Styles, Work Environment and Job Satisfaction of Employee Performance--Studies in the School of SMPN 10 Surabaya. (2016, positive): “Research results from other countries in the context of the school has found the impact of strong leadership in the change development school (Hopkins 2001a; West, Jackson, Harris, & Hopkins, 2000).”
The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “Whereas the distinction between transactional and transformational leadership dominated discussion in the 1980s and 1990s (see, for example, Leithwood et al., 1996; Hopkins, 2001), more recently different models and concepts of ‘distributed’ leadership have been argued for and elaborated.”
Leading from the Chalk-face: An Overview of School Leadership (2005, background): “Researchers from the international fields of school effectiveness and school improvement have consistently highlighted the importance of leadership in generating better schools (Hargreaves et al., 1998; Hopkins, 2001; Sammons, 1999).”
Successful Leadership: A Review of the International Literature (2013, neutral): “97 Hopkins (2001); Little (1990); MacBeath (ed.)”
The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools (2009, background): “As a consequence, the capacity of schools to enhance professional learning of teachers and transform large-scale reform into accountable student-oriented teaching practice has become a major focus in recent research (Hopkins, 2001; Sleegers, Bolhuis, & Geijsel, 2005; Smylie, 1995; Toole & Louis, 200”
The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment (2011, background): “Harris (2005) stated, “Most recent literature on change and school improvement suggests that the form of leadership most often identified with improved learning outcomes is one that is distributed or shared” (p. 259; also see Fullan, 2001; Hopkins, 2001).”
Leadership effects on student achievement and sustained school success (2011, positive): “…was useful to classroom practice (Reynolds, 1999), these studies nevertheless had a positive impact by highlighting “limitations of externally imposed changes, the importance of focusing on the school as the unit of change, and the need to take the change process seriously” (Hopkins, 2001, p. 29).”